Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations

Authors

  • Jesper Bruun University of Copenhagen Københavns Universitet
  • Frederik V Christiansen University of Copenhagen

DOI:

https://doi.org/10.5617/nordina.969

Keywords:

kinaesthetic learning activity, image schema, TDS

Abstract

One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition with respect to central physics concepts, and describe and explain the design of lesson with based on the model.

Author Biographies

Jesper Bruun, University of Copenhagen Københavns Universitet

Assistant Professor

Department of Science Education

Frederik V Christiansen, University of Copenhagen

Associate Professor

Social and Clinical Pharmacy

Department of Science Education

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Published

2016-04-26

Issue

Section

Articles